1. Home

Program Evaluation: Research Reports

The Texas Legislature often requests that TEA develop studies to inform state policies. The following studies examined high school graduation requirements initiated by House Bill (HB) 5 (83rd Texas Legislature), school district consolidations, dual credit programs, standard English learners, and end-of-course alternatives. The reports and executive summaries are available in PDF format from the links below.

Texas Four-Day School Week Campus Analysis, 2022–23 School Year

This report presents findings of an analysis of State of Texas Assessments of Academic Readiness (STAAR®) performance in reading language arts and mathematics comparing students from Texas public school campuses with a four-day school week calendar to students from Texas public school campuses with a five-day school week in the 2022–23 school year.

The report is available from the link below:

Texas Four-Day School Week Campus Analysis, 2022–23 School Year (Texas Education Agency, February 2025)

Texas Public Prekindergarten Class Size and Student-to-Teacher Ratio Study

Under TEC § 29.1545, added by HB 4 (84th Texas Legislature, Regular Session), TEA was required to conduct a joint study with the Department of Family and Protective Services (DFPS) to develop recommendations regarding optimal class sizes and student-to-teacher ratios for public prekindergarten programs in Texas. The study’s recommendations were to be based on data collected from prekindergarten programs, including high-quality prekindergarten programs under Subchapter E-1, reported through PEIMS as well as observations of best practices and examples from effective prekindergarten programs across the state.

The study report and executive summary are available from the links below:

Texas Public Prekindergarten Class Size and Student-to-Teacher Ratio Study (ICF International, September 2016)
Executive Summary (12 pages) 

House Bill 5 Evaluation

HB 5 (83rd Texas Legislature) initiated substantial changes to the curriculum requirements needed for high school graduation in Texas. HB 5 replaced the existing graduation plans with the Foundation High School Program and included the option for students to earn endorsements, a distinguished level of achievement, and performance acknowledgements within the new plan. Additional information can be found at TEA's House Bill 5: Foundation High School Program page. HB 5 Section 83(a) requires that TEA, in collaboration with the Texas Higher Education Coordinating Board (THECB) and the Texas Workforce Commission (TWC), evaluate the implementation of the changes to the curriculum requirements for high school graduation. The legislation also requires the agencies conduct an evaluation that estimates the effect of these changes on several key outcome variables including high school graduation rates, college readiness, college admissions, college completion, obtainment of workforce certificates, employment rates, and earnings.

The first comprehensive report was published in October 2015, and the final report was published in December 2017. Both reports and executive summaries are available from the links below:

House Bill 5 Evaluation - Final Comprehensive Report (American Institutes for Research, December 2017)
Executive Summary (18 pages)

House Bill 5 Evaluation (American Institutes for Research, October 2015)
Executive Summary (17 pages)

School District Consolidation in Major Metropolitan Areas: Simulations Based on Cost Function Analysis

This study is required by TEC § 12.1013, added by Senate Bill (SB) 2 (83rd Texas Legislature, Regular Session). The purpose of the study is to provide “an analysis of whether the performance of matched traditional campuses would likely improve if there were consolidation of school districts within the county in which campuses are located.” The analysis only applies to counties that have at least seven school districts and at least ten open-enrollment charter schools. 

The reports and executive summaries are available from the links below: 

Would School District Consolidation Lead to Cost Savings in Major Metropolitan Counties? (University of Texas at Dallas Education Research Center, August 2017)
Executive Summary (5 pages)

Anticipating the Consequences of School District Consolidation in Major Metropolitan Areas (University of Texas at Dallas Education Research Center, August 2014)
Executive Summary (4 pages)

Research Study of Texas Dual Credit Programs and Courses

This study, required by HB 3646 §91(a-b)(81st Texas Legislature), focused on the costs of dual credit programs and courses to the state, school district, community college, and student. Based on the results of this study, the Commissioners made recommendations to the 82nd Legislature on how to

  1. provide all students with the opportunity to earn 12 semester credit hours of college credit before graduating from high school,
  2. ensure efficient use of state resources regarding dual credit programs and courses, and
  3. increase students' access to quality dual credit courses.

The report and executive summary are available from the links below:

Research Study of Texas Dual Credit Programs and Courses (American Institutes of Research, March 2011)
Executive Summary (14 pages)

      Recommended Educational Practices for Standard English Learners

      The purpose of this study, required by Rider 42(l)(81st Texas Legislature), was to determine best practices for curriculum, instruction, and professional development for teachers of students who speak second dialects of English.

      The report and executive summary are available from the links below:

      Recommended Educational Practices for Standard English Learners (The University of Texas at Austin: Texas Education Research Center, January 2011)
      Executive Summary (19 pages)

        The Intersection of Dual Credit Course Policies and End of Course Requirements

        This study was required by TEC §39.023(o), added by HB 3 (81st Texas Legislature).  The study addresses the feasibility of allowing students to satisfy end-of-course (EOC) requirements by completing a dual credit course through an institution of higher education (IHE). The results were used to make recommendations to the legislature.

        The report is available from the link below:

        Study of the Intersection of Dual Credit Course Policies and End of Course Requirements Authorized by HB 3, 81st Texas Legislature (Shapley Research Associates, January, 2011)

         

         

        Contact: ProgramEval@tea.texas.gov

          Print